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CHAPTER I

INTRODUCTION

A.1. Background Of The Study

Education in Indonesia has been more in progress than five years ago. In

about view time, in the middle of reformation current era there has been many

changes in education.

Language is used for communication from same aspects in human life, we

inserted in the relationship between their aspects we can understand how a

language works because language is a system consisting of two part. One is the

subsystem of meaningful units the other is the system of sound.

It is clear that language it not only a science but also it as instrument of

study. Since Indonesia gained independence. English has enjoyed a special

status in senior high curriculum. And now many schools use English as a subject

taught in class because of importance, it is a compulsory subject at junior high

school and senior high school.

We all have heard the English language in our life. The language is

effective communication in the human live. In learning a foreign language,

students should realize what they do and when they receive the language.

English is foreign language in Indonesia, so many human being have some of

language that is a way to express their thought. In this case language has a broad

meaning. Master a foreign language, beside we can communicate and adapt

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with other must have any skill. All of us know that English is very important for

us to be learned, because it can give us a meaningful introduction to study of

other language as well.

To get same goals from education according to the purpose it is necessary

to bind relationship among education in school.

a. Pedagogy is the art. Practice, or profersion of teaching.

b. The systematized student control and guidance. Largely replaced by

the term education. (Carter V. Good, 387-1959).

However after long years practice in English, the result has not been

satisfactory yet, most students find difficulties in learning English as second

language. They have many problems such as mastering four skills, if we don’t

have skill, we can’t read the language very well. This correlatiship between

reading skill and writing skill, reading, and writing.

We know that reading and writing is very limited for our English

language. Specially for our student. If someone can not read. English language

of couse they can not community with one another. And if someone can not

write about English. So they can not make English sentences the both skill above

is combine.

Therefore, it is the reason why the writer has chosen “Correlation between

Reading skill and Writing skill Ability to the eleven Year Student at SMA PGRI

1 BOJONEGORO.
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B.1. Statement of The Problem

Based on the background above, the writer of the thesis is interested in

three problems. The problems as follow :

a. How good is the level of students reading skill?

b. How good is the level of students writing skill?

c. Is there any correlation between reading skill and writing skill of the

students?

C.1. Purpose of The Study

a. To measure the student’s skill in reading

b. To measure the student’s skill in writing

c. To measure the index correlation between reading skill and writing

skill of the students.

D.1. Significance of The Study

The researcher hopes that the research finding is expected useful for an

English teacher who wants to encourage or helps the students to learn writing

more effectively, and also hopes that the students how are poor in

pronunciation, spelling, and listening can improve learning writing. Therefore,

the students will have better language skill, as listening, reading, speaking, and

writing.

E.1. Hypothesis

Related to the problem stated above, can be proposed a hypothesis of

study. That is correlation between reading skill and writing skill capability.
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F.1. The Scope and Limitation

The subjects of the study are second year students at SMA PGRI 1

BOJONEGORO. They have got a basic Integrated course of the four language

skills in the Intensive course. Therefore, it is assumed that they have had

sufficient background to comprehend the written and spoken text.

G.1. Assumption

Since the component of English lessons are to broad, the researcher try to

limit the focus of the study in reading and writing ability of the seven year

students at SMA PGRI 1 BOJONEGORO. And the researcher will take the

seven year students as the sample.

H.1. The Definition of Key Terms

In order to avoid misunderstanding of the concept used in the study, some

definitions are provided as follows :

a. Correlation is connection between variable the extent to which

there variable are related is presented in terms of correlation coefficient.

Variable the relationships of which is investigated in this study are reading

and writing skill in English (Sutrisno Hadi, 1976, hal. 304)

Coefficients of correlation is a statistic as analysis which express the

degree of relationship between the two sets of scores or other variables. It

range from a value of +01 through zero to -1, 0

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Positive correlation is defined as an increase in one variable is

accompanied by an increase in another variable.

b. Reading skill is defined as the results or score obtained from

test in reading passage administered for students to be able understand or

comprehend what the author meant about. Reading is a skill which it the

students can read English language. Fluently.

For example : students read a texs story, and another thing.

d. Writing skill is defined as the result obtained from the writing test

administered to the students to be able to express of their mind through

written language. Writing is a skill which it the students can make a

sentences or another thin for example : a letter, a shoth paragraph, a story,

ect.
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CHARPTER II

REVIEW OF LITERATURE

A. Theory of Reading

Reading therefore is one of the most important skills in learning language,

especially for instructional purpose. Reading, for instructional purposes is the ability

to recognize vocabulary and syntax automatically, the ability to read at a reasonably

rapid rate, depending on the context, the ability to grasp the main idea and scan for a

piece of information, and the ability to adjust rate and adapt strategies for careful

analytic reading and critical evaluation.

Therefore, for Indonesian student reading is the bridge to scientific books.

Indeed reading provides the reader with the main idea of what he reads. While

Christina Nuttal in their book and Teaching Reading Skill in Foreign Language, say :

“Reading is an active process of constructing meaning through the instruction

with the text”. (1993:3)

By this statement the writer understands that in reading there is matching

information process between readers background of knowledge and the content of the

text.

For students in a non English speaking, environment, the only practical reason

for studying English is to gain the ability to read journals and book in that language.

The fact that English is the key to much of the world’s knwoledge that is mainly to be

found in the print has, after all, become an international circle.

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According to Harris and Sipay in their book entitle How to Increase Reading

Ability, say :

“Reading ability increace in importance as a society becomes complex and

industrialized. As technology advances, more occupation require high levels of
education or specialized training in which good reading ability is vital. Automation
eliminates many unskilled or semiskilled jobs. Many displaced workers become
chronically unemployed because they do not possess the minimum reading skills
required by new positions or for success in job training program”. (1980 : 1)

The above statement means that reading is very important in many ways. If

students do not possess a particular reading skill, asking the questions which require

that skill does not help them to learn it.

Reading and other activities in general needs practice, whether it is reading for

pleasure or reading for information. Everyone reads with some kind of purpose in

mind, to obtain specific information, to get general idea of the reading material or to

understand in depth the reading material.

Thus, the selection of reading material depends upon what reader needs.

However, there are three kinds of reading technique according to Dra. Sukirah :

1. Skimming, which is the technique of looking for the gist of what the

author is saying without a lot of detail.

2. Scanning is a searching that requires a readers to float over the

material until he find what he need. In short, the reader reads rapidly or

glances to look for parts of the text he needs.

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3. Reading with comprehension, which means understanding what has

been read, an active thinking that depends not only on comprehension

skills but also on the students experiences and prior knowledge.

Reading, to most people is still regarded as reading word by word. It means if

you pronounce the word correctly, you are reading. But, the ability to pronounce as

word does not guarantee that a student knows. It’s meaning in fact, many students

can read aloud quite correctly without understanding what they read.

Moreover, the most habitual readers, the process of reading tend to become

some what automatic, and they tend to think tend to think of reading as a single,

simple skill. To avoid further misconceptions and wrong interpretation, exprets

expressed their opinions about the process of reading. Reading is more than

pronouncing words correctly, more than recognizing the meaning of isolated words.

Reading requires you to think, feel and imagine.

The above definition give an overview that reading is not simple as people

think. Pronouncing the word correctly and knowing the meaning odd each word does

not mean that someone is reading if he does not have idea of what the author says.

He needs to think, feel, imagine to grasp what the author has in mind.

Finally reading becomes reflective and evaluative. To grasp the meaning and

organization of a writer’s idea is important, but not sufficient. Mature readers bring

their present reading, compare the fact and arguments presented by one author with

those of another.
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It means that reading is really complex, since besides understanding what the

author meant, it also involves prior knowledge and experience of the author.

Therefore, reading technique also plays an important role in understanding reading

materials and facilitates of the students who want to read efficiently and effectively.

He, furthermore says that degree of mastery of these skills and technique indicate the

degree of ability of the reader to get full meaning from what he needs.

In addition, David P. Harris in Testing English as a Second Language claim :

“Reading generally built around the grammatical structure and lexical items
which the student will need to communicate orally, and the content of the
material is regarded as relatively unimportant.” (Testing English as a Second
Language : 1974 : 58-59)

The similar definition according to Harris and Sipay give definition :

“Reading is not use skill but a large number of interrelated skills that develop
gradually over the year”. (ibid : 1980 : 10)

The definition means that reading is closely related to other skills. Furthermore,

reading is a complex process in which the recognition and comprehension of written

symbols are influenced by readers perceptual skills, decoding skills, experiences,

language backgrounds, reasioning abilities as they anticipate meaning on the basis of

what has been read.

That statement is quite to what mant traditional authorities think of reading, that

is selective process. A process that involves use of available language cues selected

from perceptual input on the basis of the reader’s predriction. As the information is

processed, tentative decisions about meaning are confirmed, rejected, or refined as

reading progresses. Reading also involves an interaction between thought and

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language. Efficient reading does not result from precis perceptions and identification

of alll elements, but from skill in selecting the fewest, most productive cues necessary

to produce guesses which are right the firs time.

It means that a reader will read a text by reading the sentences, then tries to find

the information by guessing the meaning. Therefore reading involves an interaction

between thought and language. So it means the reader brings the task a formidable

amount of information and ideas, attitude and beliefs. Skill in reading depends on the

efficient interaction between linguistic knowledge of the world.

The definition of cognitive means the brain does most of the work. The

statement means that a reader interact with print, his prior knowledge combined with

and the visual (written) information result in his comprehending the message.

Reading is a result of the interaction between the perception of graphic symbol

that represents language and the reader’s language skills, recognitive skills, and the

knowledge of the world. The reader also tries to recreate the meanings intended by

the writer.

The writer realizes that comprehension as the major part of the English classes

at the moment, it is not easy to acquire the skill in comprehending foreign passages

because of the complexity of the process. Since they face both language and context

of the text.

B. Theory of Writing

Writing ability in English is one of the difficult skills, especially in the English

Departement. English teachers are automatically expected to have a good written

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command of English. The general instructional objective is that the student of the

English Departement after graduation have a relatively good command of written

English. Indeed, at institutes of universities, especially in the English Departement,

writing is given as a separate subject matter.

Writing is indeed not only the most difficult subject matter to learn, but also to

master, let alone to teach, since writing depends on the development of the other

skills, such as structure, reading, etc. Rivers develop this idea from a book under the

title of teaching Foreign Language Skill.

She says further that in the writing process. There are major areas of learning

involved. It must be learned the graphic system and how to spell according to the

conventions of the language, how to control the structure sccording to the

requirements of good writing and how to select from among possible combinations of

words and phrases those which convey the meanings one has in mind. In addition, in

the final stage, writing involves individual selection of vocabulary and structure for

the expression of personal meaning.

Writing means symbolizing words with written symbols. In a language

instruction, however it means that active aspect of language where the expression is

in the form of written symbols.

“Writing is much more than an orthographic symbolization of speec; it is, most

importantly, a purposeful selection and organization of experience”. (Writing
as a Thinking Process: 1972 : 4)

So when writing, the students must keep in mind their purpose, think about the

facts they will need to select which are relevant to that purpose, and think about how
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to organize those facts in a coherent fashion. The process of learn into write is

largely a process of learning to think more clearly.

It is clear now that thinking is the basis of expression and that writing is a

thinking process in which getting ideas and arranging these ideas in an orderly

fashion are closely connected. Therefore, in this view, writing is not product, instead,

it is an activity, in short, it is an active process and it makes a special contribution to

the way people think.

The one of the biggest problem in teaching writing is that the students must

have facts and ideas to write. In short, when we begin to write, the first important

think to do is how to get ideas. This means we must plan that we want to write

because ideas are the most important things in writing. The writer can feel it since it

has been writer’s experience during her studies in English Departement. There are

ideas in her mind, but she does not know how to begin to write.

If you have the ideas but don’t know how to express them, sit down and start

writing. Start writing, it doesn’t, it doesn’t matter where you begin, only that you do

begin. Sit down and start putting one word after another. After trying you will find

the best composition from your lot mistakes.

F. Smith say in his book as follows :

“Composition is not a matter of putting one word after another, or of translating

successives ideas into words, but rather of building a structure (the text) from
materials (the convnentions) according to an incomplete and constanly changing
plan (the specification of intentions)” (Writing and the writer : 1982 : 118)
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It all means that in writing we must pay attention to how to arrange words in

accordance with grammar. And he again concludes that writing involves the

discovery of meaning, of what it is that the writer wants to say. It also states that

writing is process of discovery. Writers rarely begin with a complete understanding

of their subject. The gather facts an idea, start writing, and let the writing lead them

to understand. At least, they know they will be making significant discoveries as they

write.

Another point of view, however, considers composition differently. According

to those interested in composition as a subject matter, composition may be regarded

as some practice in using a language. The following definition, is also give to defines

composition, as follows, composition is a story, essay, etc. writing as a school

assignment, especially for practice in using the language.

From above definition, it is clear that composition can be viewed from different

poits. As a result of different interests, there are different definitions. The first gives

emphasis on the essence or the nature of composition, the second gives emphasis on

the facts that composition consists of words and is the reluts of words arrangement,

while the third refers to the function, especially in the teaching of the language at

school.

Practitioners of the modern approach to writing point out that the traditional

approach is deficient in two important respect. First the teacher conciders the

students’s writing as a product. It means that the students know how to write and use

what they produce as a test of their ability. Second, the teacher focuses on form,
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namely, syntax, grammar, technique, and organization, rather than or content. The

contents is a vehicle for the correcet expression and organization of the pattern that

has been taught, and the correct choice of vocabulary.

According to chan (1986) in his article JALT Journal, the modern approach to

the teaching of writing involves a combination of the communicative approach and

the process of writing it self. This approach is based on the three assumption bellow :

1. people write to communicate with reader

2. people write to accomplish specific purposes

3. writing is a complex process

Thus writing is seen as communicate act, in which the students are asked to

think of their audience, their reader and their purpose of writing. Meaning is stressed,

rather than form and writing is seen a process, which can be divided into three :

prewriting, composing, and revision.

Writing also makes contribution to the way we think and learn. Raimes states :

Students need to think about the interests, knowledge, and abilites of the people
they are writing for and the purpose for which they are writing. They need to learn
the value of writing several drafts an developing their ideas. (English Teaching
Forum : 1983 : 6 )

Raimes further points out that :

A student who is given the time for the process to work, along with th
appropriate feedback from readers such as the teacher or other students, will discover
new ideas, now sentences, and new words as he plans (ibid : 1983:6)

But they also need to learn style and formate for a variety of writing purpose,

grammatical and lexical term relevant to those purposes as well. When he writes, we
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want to communicate ideas we have in mind to our readers. In short, writing helps us

connect with other, to communicate. Writing is an act of a reader, because writing is

the use of language for expression and communication. We have to realize that the

most tool that helps us communicate our ideas in mind are sentences. Our sentences

will contain the information that we think our readers need to understand ideas.

Elizabeth Cowan separates writing into two, private writing and public writing :

a. Private writing the writer doesn’t have to do anything in the

interests of any readers : no explanations, no connection, no clarification. It’s
totally up to readers [ and perhaps an editor who prepares the private writing] to
make sense of the writing on their own.
b. Public writing, writer must do everything possible to get the
reader interested in what the writer has to say it so clearly that the reader will
experience not confusion. [Writing : 1983 : 43]

It means that the purpose of writing may be classified into exposition,

argumentation or persuasion, narration and description. And the classification has

the advantage of showing the relationships between content and structure, any

expression, no matter how long it is, is unit. It consists of smaller units or elements.

The elements of chapter are paragraphs, the elements of paragraph are sentences and

the elements of a sentence are words. If in writing paragraphs; our concern is among

other things the relationship of ideas or the relationships of sentences to teach other,

in writing compositions our concern includes also the relationship of paragraph.

Beside paragraph we have to emphasize the topic sentence in writing. Lis

Hamp-Lyons Ben Heasley say :

When you write a text, it usual to make the topic of the text very clear to your
reader. This is done by stating the topic of the text or of the paragraph or group
of paragraph, is called a topic sentence. [ Study Writing : 1987 : 81 ]
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George E. Wishon and Julia M. Burks divide writing into narrative, descriptive,

expository and argumentative essay is a type of writing in which the detail or the

ideas of sequence of events in the past or the steps of a process are arranged on the

basis of time, such as the step of a process in doing a job.

A descriptive essay is second type of writing is characterized by the use of adjective,

such as essay describing persons or biography, landscapes, the structure of a building

and so on. The third, expository essay which consist of three categories that are

inductive, deductive and climactic order. The last of type of writing is argumentative

essay in terms the author or the writer argues about something and tries to convince

or persuades the readers of the soundness of his opinion.

Furthermore, thaylor in his article emphasizes :

“The ability to write a clear, concise, logical and convincing paragraph or essay
involves more than just the ability to be able to write a grammatical sentence; it
also requires knowledge of acceptable English rhetoric. It follows, then, that a
set of a well written paragraph”.
(Teaching Composition Skills To Low Level ESL Student : 1980 : 91)

It means that writing includes mastery of the grammar, syntax and lexico of the

language and mastery of the rhetorical structure.

C. Correlation Between Reading And Writing

Language skills such as reading and writing are closely related to each other.

These two skills are important throughout our live, both in our jobs involves writing

as well as reading.

Reading and writing are two activities concerning with levels of learning

language; reading is at the recognition level and writing is at the product level.
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Students must be able to recognize sound pattern represented by the they symbol and

identify their combinations as language units already learned. He must be able to

recognize structural clues. They must be able to distinguish with ease word grouping

and relationships with other groupings.

In short, all of the activities in recognition of the language orde in its graphic

form, writing is clearly much more difficult than production of grapic symbols. We

produce a sequence of sentences arranged in particular order and linked together in

certain ways.

Sartono in “Strategy Pengajaran Bahasa Asing” as quoted from Blount, say

that : There is a positive correlation between the ability to write well and the

encreasing reading experience. (1984 : 12)

Arthur Brooke and Peter Grundy in activating the Learner’s Contribution in

the Development of Writing skills show that he has made an investigation the relation

between reading and writing. In Frank Smith’s article explains :

It is argued that writing is learned by writing, by reading and by perceiving

one self as a writer. The partice of writing develops interest and with the help of a
more able collaborator provides opportunity for discovering conventions relevant to
what is being written. The practice of reading may also engender interest in writing
and provides opportunity for encountering relevant convention in general…. None of
this can be taught. But also none of this implies that there is no role for the teacher.
(ibid : 1988 : 103)

To the advance of reading, composition is a potential means to improve the

ability to read passages. In composition for native speakers of English, most teachers

have traditionally stressed the “reader writer contract” and close relationship between

the way something is written and the way it is to be rad.

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It means that the symbols which is used, our the way read, and written and

also the form final of sentences for the exact form, these factors area close

relationship between reading and writing.

Philips say in their book entitled Teaching Language contex :

• Not confound the reading skill with other skills , such as writing
listening or speaking if they are to be considered pure tests of reading
comprehension.
• Reading comprehension checks should project the reading through
several phrases of reading process. (1980 : 201)

Furthermore, Joan All Wright suggests that the central issues of composition

may be helpful for the readers. In Modern English Publications and The British

Council, exactly on “Don’t Correct Reformulate” page, he says :

“The more central issues of composition overall organization, signposting,

cohesion, information packing, and clarity of meaning are too inconsistently
dealt with by marginal notes student texts – notes that are frequently too
cryptic to be meaningful and helpful” (ibid : 1988 : 109)

It is obvious that the most effective writing practice, and the most generally

useful, will have a close connection with what is being practiced in relation to other

skills.

In reading, the students learn about how authors organize facts and ideas, how

they use a particular style of writing for a particular topic. In writing, the students

can very well use the things they learned as models for their own composition.

Actually, the first purpose of reading with any selection…….is to get the central

meaning of the whole and recognize how the author organize facts and information to

make this central ideas most clear, most convincing, most effective.
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Arie Sabaria also say :

……person who want to write good compositions ought to pay attention to

how writers use the words in sentences. And when you find the same word in
another books used by another writer you can compare the uses of the same
word. (Some Elements of Composition : 1971 : 3)

It means in writing or composition one needs reading a lot to compare one

book with another, while Donn Byrne says :

“Writing involves the encoding of message of a some kind : That is, we

translate our thoughts into language. Reading involves the decoding or
interpretation of this message”. (Teaching Writing Skills : 1979 : 1)

In writing the writer or the author gives message for the reader of what the

author means. In reading, however the reader of what the author meant. In reading,

however the reader just receives what the writer writes as messages for us.

The writer disagrees with the opinion of that reading is a passive process. The

writer insists that we do not only read with our eyes but also with our mind, it means

the mind is always busy, reacting to the impulses that the eyes transmit, trying to

grasp the main idea of the paragraph or whole passage, trying to get the author’s

message.

That statement means that writing is a combination of thought and activity

unique to write. It requires planning a writing course which need exercises and

intense concertration.

The teaching of writing cannot stand independently from the teaching of

grammar and reading. By using sentences they learned from reading they can avoid

making grammatical errors and actively concentrate on the purposeful selection and
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organization of these sentences. From this, by reading one can also learn a lot about

how the authors composes their compositions.

F. Smith (1982) in “English Teaching Forum” describes the process of

reading as one that involves both the extraction and the supplying of information and

suggests that latter may be even more important than the former.

When reading, we are extractive information according to the purpose of our

reading, our interests, motivation, and so on, we supply information to make sentence

of what we read, using our knowledge of the world and our previous experience as

readers.

When we write, we also make use of our knowledge of the world and of our

experiences as readers. In addition, she says that in order to improve the students

writing, we should begin by helping them to develop adequate a reading strategies.

In EFL classes reading and writing tasks often depend on each other :

Sometimes writing is used to check whether students understand what they have read,

while reading is used as a preparation for writing tasks. Furthermore, for EFL

students the most frequent contact with the foreign language is through reading.

Most teachers like to make a reading assignment as springboard to written exercises

such as dictation, outlining and composition. In addition, such an approach can be

very useful, especially when the following procedures are used :

1. At the elementary and intermediate levels, give students a short

reading selection with one or two paragraphs only. After they have read it

several times with total comprehension, ask them to close their books. Dictate
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the material at normal conservational speed reputing each phrase or sentence

twice (one time only, if students are very proficient).

2. Have students read two or three paragraphs aloud or silently. After

you have checked reading comprehension, ask each students to summarize the

paragraphs or to condense the paragraphs into one paragraphs.

3. At the intermediate and advanced level. Choose a short reading

passage describing a beautiful sunset, an usual person, a football stadium, or

thing else that the students can relate to. After the students have read and

understood the passage, have each one write a similar description of something

he considers significant in his own life.

4. Have students read a passage. Ask them to write one or two

paragraph describing their reaction to the passage (whether they liked it and

why, if they disagreed whith the author, etc) while according.

Yemi Aboderin (…….) in his article “Integrating Reading and Writing” states

that many scholars have commented on the positive relationship between reading and

writing, and some have reported research findings that confirms such as a

relationship. Those who read widely are rewarded in several ways, one of which in

increased proficiency in writing, “most clearly seen…….in the areas of diction and

sentence structure”.

Nathan Blount (1973) summarizes several studies that indicate a positive

relationship between good writers and good readers. Ingrid Strom (1960) also
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summarize and writing. In Frank Hey’s (1962) experience, he concluded that for

many students reading is positive influence on writing ability.

He adds that from a review of the above and other studies, it seem clear that a

curriculum that seeks to integrate reading and writing is likely to succeed in

improving the competence of learners in two important language skills commonly

categorized as literacy.

Since reading and writing skills have been shown to be positively related, he

devotes the rest of his article to showing how writing skills can be developed through

reading through careful study of specific techniques in reading passages, through an

imitation of such techniques, and “through retelling a personal experience parallel in

tone or mood to that of original work”.

At elementary level of interaction reading passages should be used as a guide

to help pupils understand and master the basic of composition : sentence structure,

spelling punctuation, capitalization and other mechanics of writing, while at

intermediate level, extracts can be taken from longer passages, or a whole story can

be used. And at the advanced level, should be a further extension of the intermediate

level, that is a suitable full length novel can be assigned for reading, so different

episodes may be used as framework for essay writing.

From statement he concludes that several studies have relabeled that increased

reading results in improved writing. It is clear that in order to write successfully

pupils need to have a subject over which they can exercise sufficient control. It

therefore seems logical that increased reading experience will enhance students
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control over composition topics integrated into the reading programs. This practice,

his further will provide training that will ensure proficiency and confidence in later

independent writing tasks.

D. Teaching Reading and Writing

1. Teaching reading is the activity in the class, when the

teaching give to the students a texs or another letter and then student can read

the tes loudly.

2. Teaching writing is the activity in the class. When the

teaching give to the students make sentences or another letter in their, book or

their papper. So, students can make a good paragraph or story texs.

E. Student Activity in The Class about Teaching Reading and Writing

Student activity in the class is a activity the students to lear the English

Language with many system. Special for teaching reading and writing.

For examples :

a. the teacher as to the students to make a present continuous tense

sentence. The students can read on their paper about it very good.

b. The teacher as to the student to read the dialogue about dialy

activity, the students can read the dialogue the pronun seasons very good.

c. The teacher as to students to make a story on their paper and

collec them and the teacher can correc them.

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CHAPTER III

RESEARCH METHOD

A. Research Design

There are some techniques of conducting a research, which guide and enable

the researcher to collect and analyze the data. The present study is a correlation

study, since it tries to find out the correlation between reading and writing ability by

using coefficient correlation.

In conducting a research, we are free to choose : the methods depend on our

research because they are many kinds of methods. The word method is self means a

way of doing something (Homby, 1980 : 533). So research method means a way of

conducting the research.

Research and method are sometimes used synonymous definitions, as :

according to John W. Best (1979 : 18-19) research is a more systematic activity

directed toward discovery and the development of an organized body of knowledge.

In this research, the researcher uses product moment formula or completely

product moment formula. In this method is designed to predict the extent or

relationship between two variables or more variables. This method is emphasized on

whether or not three is formula between the subject observed that can be seem from

the coefficient of correlation because the relationship between two variables is not

always positive, some variable are negatively related.

24
 25

B. Population, and Sample

A. Population

According to Arikunto (……) in his book, introduction to research

states that population is those people about whom one whishes to learn

something or is in education all member of any well – defined class people,

event, or subjects. The population of this research is the second semester

students of SMA PGRI I BOJONEGORO, which consist of one classes. The

number of students, from those is 20 students.

B. Sample

Sample is a part of population, or number of people who are observed

and fewer than the number of population. In this study the researcher takes

the randomly. Relating the study, Arikunto states that if the subject are less

than 100, it had better taken the whole subjects, so the research is called

population research. And if the subject more than 100, it can be taken about

10-15% or 20-25% (Arikunto, 1989:107).

Based on the statement above, the researcher takes the whole subject

from the population because the subject less than 100. So the researcher 20

students from the seventh year students of SMA PGRI I BOJONEGORO as

samples.

a. Instrument

The instrument of collecting data are reading and writing test from TOEFL

(Test Of English as a Foreign Language).

 26

David P Haris (1987:80-81) states that a good test posses three qualities.

They are: validity, reliability, and practicality. That is to say, any test that be used

must be appropriate in terms of our objective, dependable in the evidence it provides,

and applicable to our particular situation. Robert Lado in language testing states that

the test should has the criteria they are :

a. Validity : the test measure that is intended to measure

b. Reliability : that test yields the same scores one day and the next

day if there has been now instruction that challenge.

c. Storability : the test can be scored with ease that the users may be

able to handle it.

d. Economy : the test measures what we want it to test a reasonable

time considering the test situation.

e. Administrability : the test can be given under the condition that prevail

and by the personal that is available.

It can be assumed that a test can be named a good test if the test has criteria,

validity, reability, and practically.

The writer has chosen the TOEFL since it is considered an international

standardized test. The following discussion will clarify the matter :

A. Writing test

In testing writing, the teacher can use objective or composition test.

Composition are widely used and are highly respected, because the prestige of writing

an essay, especially on a topic that has prestige of its own, cover the multitude of
 27

weaknesses that essay tests have as indicators of language achievement (Robert Lado

1974). The writing test consisted of 22 item is in from completion. Students have to

give correct answer to be filled in.

B. Reading test

The reading test is an objective one including 10 multiple choice item with

four options each. The students are to indicate the incorrect ones by putting a cross

on the letter of their choice on their answer sheets.

b. Technique of data analysis

After the data were collected, further stop is by analyzing the data. In

analyzing the data, is used statistic to computing two sets of score. For computing

and finding correlation coefficients, the writer employees the most commonly used

formula called Pearson Product Moment Correlation formula, since it appropriate

coefficients for determining relationship, which is expressed in an internal data.

There are two procedures of calculating Pearson Product moment correlation

with standard deviation and product moment correlation with rough scores.

More product moment correlation with rough scores is used. Below you have

the formula involved in the rough scores. (Suharsimi Arikunto : Dasar – Dasar

Evaluasi Pendidikan : 1996 : 67).

N ∑XY − (∑X )( ∑Y )
rxy =
( N ∑X 2 −(∑X ) 2 )( N ∑Y 2 − (∑Y 2 ))
 28

Where :

r xy = correlation coefficients between X (writing) and Y (reading)

N = the number pairs of scores

X : Y = score of writing and reading

 29

CHAPTER IV

RESULT OF RESEARCH

4. Interpretation of Result

It has been stated in the previous discussion that to analysis data, the Product

Moment Correlation is used. The presentation of the correlation coefficient between

reading and writing ability and the computation of the data is shown below :

THE TABLE SHOWING

THE TABLE COEFICIENT BETWEEN READING (X) AND

WRITING ABILITY (Y)

NO X Y X2 Y2 XY
1 74 52 5476 2704 3848

2 80 42 6400 1764 3360

3 69 28 4761 784 193

4 57 38/ 3249 1444 2166

5 74 48 5476 2304 3552

6 60 35 3600 1225 2100

7 69 43 4761 1849 2967

8 57 40 3249 1600 2280

9 69 35 4761 1225 2415

10 72 48 5184 2304 34656

NO X Y X2 Y2 XY
11 57 45 3249 2025 2565

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 30

12 72 38 5184 1444 2736

13 63 48 3969 2034 3024

14 57 38 3249 1444 2166

15 80 38 6400 1444 3040

16 72 35 5184 1225 2520

17 66 48 4356 2304 3168

18 66 37 4356 1369 2442

19 52 35 2704 1225 1820

20 54 37 2916 1369 1998

∑X = 1320

∑Y = 808

∑X 2
= 88484

∑Y 2
= 33356

∑XY = 53555

N = 20

The computation of the correlation coefficient using Product Moment

Correlation is as follows :

N ∑XY − (∑X )( ∑Y )
rxy =
( N ∑X 2 −(∑X ) 2 )( N ∑Y 2 − (∑Y 2 ))

20 x53555 − (1320 x808 )

=
(20 x88484 − (1320 ) 2 )( 20 x33356 − (808 ) 2 )
 31

1071100 −1066560
= (1769680 −1742400 ) (667120 − 652864

4540
=
27280 x14256

4540
=
388903680

4540
=
19721

= 0.230

The correlation coefficient between variables of this study is 0.230.

To determine whether an obtained correlation coefficient is statistically

significant or not, the table of significance is consulted. Based on the table, the

critical value of Product Moment Correlation Which is required for a sample size of

20 at the level of significance 5 % is 0.44 (Sutrisno Hadi : Statistik : 1996 : 359),

while that value of such correlation in this study is 0.230.

If the figure gained from the observation is smaller than the value in the table,

the correlation is not significant. On the other hand, if it is greater than the value on

the table, it is significant. It is found that the observed correlation coefficientis

smaller than the critical on the table of significance. It means that there is no

significant correlation between reading and writing ability to the seventh year student

at SMA PGRI I Bojonegoro. Consequently, the research hypothesis of this study is

rejected.
 32

CHAPTER V

CONCLUSION AND SUGGESTIONS

As the last part of this thesis, the writer would present the conclusion of the

research findings and some suggestions relating to study. After completing this

research by reviewing related literature, observation in this classroom, giving

questioner, and finally analyzing and interpreting the data, the writer concludes the

results and the discussion of them are as follow :

5.1 Conclusion

5.1.1 The Students Reading Skill

In the teaching and learning reading, the teacher selected the

material before he taught his students. He did it because he wanted his

students easier in studying English especially reading activity. He divided

the reading activities into three steps. First step was pre-reading activity,

second was whilst reading activity and third was post-reading activity. In

the pre-reading activity, the teacher gave motivation and stimulation to the

students in order to be well prepared with reading activity. The teacher gave

interesting questions and gave some picture to make the process of teaching

reading lively.

The second step was whilst reading activity. The teacher asked the

students to read the passage silently. In this step, the students tried to find

explicit or implicit information that existed in the passage. Then, they

33
 33

answered the questions of the passage and discussed them together with

their friends and their teacher. In discussion activity, they did it together

with their friends and their teacher. In the discussion activity, the students

make several group that consist of four students. In this case, the teacher

tried to monitor students activity and helped them if there were any

difficulties in answering the question. In this activity, the students should

be active in the class. They could not depends on the teacher’s answer.

They should listen their friends opinion. If they had different answers they

should appreciate it although his/her answer were true, they should give

explanation reasons.

The last step was post-reading activity, in this activity, the teacher

develop some questions to know whether the students understood the

passage or not. When the students answer the questioning post-reading,

they should use their knowledge since they should were interested in

learning reading activity. By reading, they could develop their knowledge.

In the process of teaching and learning reading activity, their responses were

quite good, it showed that they were always active in the class and gave

attention in the teacher explanation.

5.1.2 The Student Writing Skill

1. The finding of this study that there is no significant correlation

leads the writer to the conclusion that reading ability is not correlated

significantly with writing ability.

 34

2. The hypothesis stated in this study said there is a significant

correlation between reading and writing consequently is rejected. That

there is a significant correlation between reading and writing ability to

the seventh year student at SMP Islam Bojonegoro.

3. Consequently, performance in reading may not guarantee good

grades in writing and performance may not guarantee good grades in

reading as have been shown in chapter IV.

The writer should be aware, however that the conclusion applies only

the students to the seventh year at SMP Islam Bojonegoro whon the

research is conducted.

5.2 Sugestions

In order that study would be more useful and meaningful for everyone, the

writer tried to give some suggestions as follows :

5.2.1 To The Student

1. The results of the research are not free from weakness, especially

as far as the instrument used to search are concerned. Therefore, any

further study is needed.

2. In addition, it is suggested that for any further study a larger

number and a higher level of sample be used.

3. The students should be aware of the importance of reading and

writing plays an important role in modern life, among other things to

keep us informed of the development of society.

 35

4. The students should learned to relate reading to writing.

5. The students should have responses more actively in teaching

learning process, so that they can master four language skills. Listening,

reading, speaking and writing.

5.2.2 To The Teacher

1. The teacher should be creative in teaching reading and writing.

He cold use supplementary materials in teaching reading and writing to

improve reading and writing skills. By using this way he could achieve

the objective of reading stated in the competency-based curriculum.

2. The teacher should should increase the technique in teaching

reading and writing then try to make the conditions of the classroom

interesting, so that the students are interested in learning reading.

3. Teaching and learning material the appropriate the students

necessary should be improved.

4. The English teacher can improve their approaches and methods

of teaching English.

5. The teacher should provide earning material facilities which

can support English activities.